This document provides a lesson plan for an English class focusing on places in the neighborhood. The lesson plan includes the teaching points, aims and goals, language focus, teaching approach, skills integration, materials, seating arrangement, cooperative work activities, possible problems and solutions, language challenges students may face, and assessment. The lesson involves a warm-up game to review neighborhood locations, presenting new vocabulary of shops and prepositions of location, reading a text about the neighborhood, and interactive speaking practice locating places.

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – Tutora: Prof. Graciela Inés Manzur
Lesson Plans – Practicum – Second Period
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
ALUMNAPRACTICANTE: Myriam BeatrizTielve
Compañera consultada para la corrección: PaulaSchulze
Períodode Práctica: Segundo– Nivel Primario
InstituciónEducativa: InstitutoJuanade Ibarbourou
Dirección:AvenidaGral.Rojo4415 – Gregoriode Laferrere – BuenosAires
Sala/Grado/Año: 5to C – Turno Mañana
Cantidad de alumnos: 36
Nivel Lingüisticodel curso: Elemental
Tipo de Planificación:Clase
UnidadTemática: Nuestrovecindario
Clase N°: 3
Fecha: 3/08/2015
Hora: 8.30 – 9.20
Duración de la clase: 50´
Fecha de la primera entrega:
 Teaching Points: Placesintown ( pharmacy – clothesshop – bookshop –chemical shop-
busstop) and Prepositionsof place ( nextto – between –opposite –infrontof- near )
 Aims and goals:
 Duringthislesson,learnerswill be able to…
o Identifyandname shopsandfacilitiesintheirneighbourhood.

2. o Identifyandtalkaboutthe locationof shopsand facilitiesintheir
neighbourhood.
o Followinstructionsandinteractwiththeirpeersduringamemorygame.
o Practise readingandcomprehensionskill throughadescriptionof their
neighbourhood.
 Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION Greetings
Hello!
Goodbye!
The Imperative
Sitdown!
Listen!
Look at!
Standup!
Placesin town
School;kiosk;
butcher´s;train
station;house;
library;park;
neighbourhood.
-Greeting
people.
-Giving
commandsand
instructions.
-Identifyingand
namingplacesin
town.
-Wh-
Questionsin
the simple
present
-How are you
today?I´m
fine.
-How many +
placesintown
+ isthere/are
there?There
is/there are
-Questions
with Yes/No
answer
-Isthere…?
Yes,there
is/No,there
isn´t.
-Are there…?
Yes,there
are/No,there
aren´t.
-Polite
requests
-Let´ssit
down/lookat
the
board/work
withyour
partner
-Listentoyour
partner,
please!
-There is –
There are +
Recognitionand
use of the sound
|ɑː| inpark
|uː| inschool

3. (number)+
placesintown
NEW Placesin town
Pharmacy;
clothesshop;
bookshop;
chemical shop;
busstop
Prepositionsof
place
Nextto;
between;
opposite;in
frontof.
-Askingand
answering
questions
relatedto
existence of
certainplacesin
the
neighbourhood.
-Askingand
answering
questionsabout
locationof
certainplacesin
the
neighbourhood.
-Wh- questions
in the simple
present
- Where isthe
+ place in
town?It´s +
prepositionof
place + place in
town
Recognitionand
use of the sound
|ʊ| in
neighbourhood
 Teaching approach: The CommunicativeLanguage Teachingapproachasstudentsare
expected togive informationabouttheirownneighbourhood.The PPPmethodisalso
usedto introduce the newlexis.
 Integrating skills:Identifying,matchingandmemorizingduringagame.Readingand
identifyingplacesintheirneighbourhoodbyusingvisual aids. Listeningandspeakingwhile
interactingwiththe teacherandtheirpartnersaboutlocationsof shopsandfacilitiesin
theirneighbourhood.
 Materialsand resources:Map of the school neighbourhoodinA1,photocopiesof the
same map to handin to the students, cardswithpicturesandsentencesaboutplacesin
the neighbourhood.
 Pedagogical use of ICT inclass: In thisclass there will notbe anyuse of ICT. Thistool will
be includedinthe followinglesson.
 Seatingarrangement: The studentswill sit attablesingroupsof six because itisa school
policyandthere isno otherpossibilitydue tothe piecesof furniture available inthe
classroom.However,Iwill askthemtoworkingroups of three to playthe memorygame

4. and to workwiththe partnerwho issittingnexttothemduringthe interactionafter
readingthe textinisolation.InthiswayIwill avoiddisruptive attitudesduringthe game
and the interaction.
 Cooperative work: The studentswillworkina cooperative waywhile checking
understandingof the readingtextwiththeirpartner.
 Possible problems/difficultiesandtheirsolutionsduring the class: It is possible thatsome
of the students use L1 while theyare playing the game and/orinteractingwiththeir
partners.If thishappensIwill encourage themtouse L2 bymodellingthe sentence and
usingthe repetitiontechnique.Loudvoiceswill surelybe heardduringthe memorygame
but if I see some kindof disruptiveattitudesinagroup,I will stopthe game of that group
and talkto theminorder to go onwiththe activityina quietway.
 Potential problemsstudentsmay have with the language: It is possible thatstudentswill
have some problemsinusingthe prepositionstotalkaboutthe locationof shopsand
facilitiesintheirneighbourhood.If thishappensIwill model the activitywithapartner,
use gesturesandpointto the map onthe board.Anotherpossibilityisaskingquestions
withyes/noanswer:“Is the clothesshopnexttothe school or nextto the butcher´s?”EA:
Nexttothe butcher´s.
 Assessment:Iwill assesslearner´scomprehensionandunderstandingthroughtheiroral
interactionsandtheirparticipationanddevelopmentduringthe activities.
Routine:7´ – 10´ (Itis possible thatactivitiestake alittle longerin thislessonasitisthe firstone
afterthe winterholidays.)
Purpose:to greetstudentsand get them into a positive mood to start the lesson.
I will come intothe classroomandgreetthe students“Hello!”EA:“Hello!”“How are you today?”
EA: “I´m fine!”“Were yourholidaysgoodorbad?” (makingthe gesture withmythumbsupand
down) EA:“Good!” (or eventheirthumbsup) “That´sgreat,kids!”ThenI will elicitfromthemthe
date and weatherinthe followingway:
T: “What´s the date today?”EA: “Monday the thirdof August”If the studentscan´tproduce the
accurate answerI will encourage themthrough questions:“IstodayMondayor Tuesday?”EA:
“Monday” “ Yes, it´sMonday the thirdof…” “Is todaythe thirdof Julyor August?”EA: “the thirdof
August” and “what´s the weatherlike today?”EA:“It´scloudy/rainyorsunny”.
T: “Well done,kids!Nowstandupand we will singthe greetingsong.Are youready?”EA:“Yes.”

5. Start the Day Witha Smile
Thisis the waywe start the day
Start the day, start the day.
Thisis the waywe start the day,
So earlyinthe morning.
Firstwe smile andshake a hand,
Shake a hand,shake a hand.
Firstwe stand andshake a hand,
So earlyinthe morning.
Thenwe sit downquietly,
Quietly,quietly.
Thenwe sit downquietly,
So earlyinthe morning.
We listenverycarefully,
Carefully,carefully.
We listenverycarefully,
So earlyinthe morning.
Source:http://www.canteach.ca/elementary/songspoems68.html - Iwill use the same musicas in
https://youtube.com/watch?v=zoJjUHBNufY- Adaptedonlyforpedagogical use.
T: “Well done,kids!Nowtake yourhomeworkoutof yourfolderandput themonyour tables. I
will goroundthe class pickingthemupand handinginsome cards”

6. Transition: Well done,kids! Let´splayagame!
Warm up : 10´ - 15´
Purpose:to activate previousknowledge relatedtoplaces and facilitiesinthe neighbourhood.
While Ipickup the homeworkfromthe tables,Iwill place twosetsof cards inthe middle of the
studentsandI will askthemnotto lookat the cards until Igive the instructionsforthe game. Then
I will proceedlikethis: (Iwill have asetof cards in myhands to model the activity)
T: “Ok, kids!We are goingto playa Memory Game!(Iwill write itsname onthe board) You are
goingto workin groupsof three.Lookat thisgroup,please!Rodrigo,Matías and Candelaare going
to playtogetherandGabriela,LailaandLucia are goingto playtogether!Isitall right?Let´s see!(I
will goroundthe tablesasking studentstoraise theirhandstoshow me whoare goingto play
together) Well done,kids!
T: Noweach grouptakesa setof cards andplace themwiththeirface downon theirtables!Look!
Thisis the face of thiscard, youput it downonthe table!(Iwill checkthatall the groupsplace
theircards inthe correct position).
These are the setsof cards I will use:
THERE IS A SCHOOL
IN MY
NEIGHBOURHOOD

7. THERE ARE THREE KIOSKS
IN MY
NEIGHBOURHOOD
THERE IS ONE KIOSK
IN MY
NEIGHBOURHOOD

8. THERE ARE TWO
BUTCHER´S IN MY
NEIGHBOURHOOD
THERE IS A
SUPERMARKET
IN MY
NEIGHBOURHOOD

9. THERE ARE TWO
TRAIN STATIONS
IN MY
NEIGHBOURHOOD

10. THERE ARE FOUR
HOUSES
IN MY
NEIGHBOURHOOD
THERE ARE TWO HOUSES
IN MY
NEIGHBOURHOOD

11. THERE IS A LIBRARY
IN MY
NEIGHBOURHOOD
THERE ARE TWO PARKS
IN MY
NEIGHBOURHOOD

12. Source : I have designedthemusing- https://www.google.com.ar/webhp?sourceid=chrome-
instant&rlz=1C1AFAB_enAR532AR532&ion=1&espv=2&ie=UTF-
8#q=imagen%20de%20parque%20para%20colorear- I will take photocopies,paste themon
colouredpaperandcut them. Each setwill have 20 cards. Onlyforpedagogical purpose.
T: “These are yourcards. You have to choose twocards in turnsturn them round and they have to
match the picture withthe correct sentence.Payattention!Whatisthere inthispicture?(pointing
to the card withthe picture of the school)”EA:“ There isa school” “Well done!Andinthispicture
we can read the followingsentence:There isaschool inmy neighbourhood.Dothistwocards
match?” EA: Yes! “Well done!If theymatch youleave the cardswiththe face up,if not youput
themdownagain!(I will mime the actionswhile Igive the instructions). ThenIwill asktwo
studentstocome to the frontso as to model the game. If ithappensthat there isstill agroup that
doesn´tunderstandthe instructionsIwill playthe game withthemthe firsttime while the other
groupsstart playing.
T: “Ok. Kids!Atthe count of three youstart playing.One,two,three,let´sstart!
Duringthe game I will goroundthe room checkingunderstandingandthe use of L1 while they
readthe sentencesinthe cards.
Whenall the groups have finishedIwill proceedlike this:
T: Ok, kids!Raise yourhandsand inturnstell me whichshopsare there inthisneighbourhood?I
will elicitthe namesof the shopsfromstudentsatrandomencouragingthemto show me the
picturesandsayingthe whole chunk. EA:“ There are two schools…andso on.”
Transition: Excellent!Now putthe cardstogetherandleave theminthe middle of the table!
While theyputthe cards togetherIwill erase the title “MemoryGame”fromthe board and hang
downthe poster.
Presentation:7´- 10´
Purpose:to presentthe context and brainstorm ideaspredictingthe theme of the text.
T: Today isthe firstdayafterthe winterholidaysandthere isa new teacherinour school.(Iwill
stickthispicture on the board):

13. Source: http://azcolorear.com/dibujos-de-maestras-para-colorear
I will printthe picture andcolourthe apron indark red colour like the uniformof InstitutoJuana
de Ibarbourou.
T: “Look, kids!ThisisMiss Susan,the new teacher!Sayhellotoher!”EA: “Hello,MissSusan!”
“Miss Susancomesfromthe province of Bariloche. AsMissSusanisnew at thisschool and inthis
province, she doesn´tknowourneighbourhood.(Iwill mimethe actionwhileItell this
presentationtothe students) Sowe are goingtohelpher,are you ready?”EA: Yes!
At thispointI will asktwovolunteerstohandinthe followingphotocopiestothe students.
T: “Dilanand Melanie,please!Canyouhandinone photocopyto eachstudent, please!”
I will photocopytwoplanson eachA4 page:

14. Source:DesignedinAutoCAD;2014 by Civil EngineerMariaLaura Saladino.Onlyforpedagogical
use.
Meanwhile Iwill hangupthe same map onthe boardbut itwill be printedinA1.ThenI will
proceedlike this:
T: “Look, kids!Whatcan yousee inthisposter?”EA: “The school/A map/Ourschool/A
neighbourhood”.…Everyanswerwillbe accepted. Itispossible thatstudentswillname the
differentshopsandfacilities.If thishappensIwill elicitinformationwiththesequestions:
 How manykiosksare there inour neighbourhood?
 Are there three schoolsinourneighbourhood?
 Is there a supermarketinourneighbourhood?Andsoon…
I will take advantage of the mapif the studentsshow interestonit.
T: “And Astorand Noelia,handinone of these photocopiestoeachstudent,please.”

15. Our School Neighbourhood
Our school name is Instituto Juana de Ibarbourou. It issituatedinAvenidaGeneralRojo4415 in
Gregoriode Laferrere. There isa kiosk nextto the school tobuy sweetsandchocolatesandthere
are three houses opposite the school onSoldadoFajardostreet.
There isalso a Chinese supermarket nearthe school.Itis betweenthe chemical shopandthe
bookshop. There isa clothesshop nextto the butcher´sand the butcher´sis inthe corner
betweenthe clothesshopandthe pharmacyon Rocamora street.
In front of the butcher´sthere isa busstop to take the busto GonzalezCatán andthere isa bus
near the train stationtotake the busto the centre of Laferrere.The trainstationis opposite the
kioskonRocamora street.
T: “Ok, kids!Lookat the title of thistext!Itsays:“Our School Neighbourhood”(Iwill readitina
loudvoice andI will pointtothe map on the board) What do youthinkthe textisabout?(I will
mime the action)”EA: “Our neighbourhood/The School/Juanade Ibarbourou”…Everyanswerwill
be accepted.
Transition: “Well done,kids!Thisisamap of our neighbourhood.We have tohelpMissSusanto
knowthe shopsand facilitiesinourneighbourhood! Are youready?”
Development:10´- 15´
Purpose:to fostercomprehensionofa text by using a visual aid.
For that reasonI will invite students toreadthe textintheirphotocopyinsilence,lookatthe map
and colourthe shopsand facilitiesthatappearonthe text.Later theywill share theirmapswith
the partnersittingnexttothem.”I will model the activityonmyown textandmap while I am
givingthe instructions:
T: Nowyou will workonyourown andread the textinsilence.Whileyoureaditlook at the map
and colourthe differentshopsandfacilitiesthatappearinthe text!
Aftersome minutes…

16. T: “Have youfinished?EA:Yes!Share yourmap withthe partnersittingnexttoyouand see if both
of youhave paintedthe same places!Youcan ask andanswerthe followingquestions(Iwill write
themon the board):
 Is there a colouredbutcher´sinyourmap?Yes, there is./No,there isn´t.
 Where isthe butcher´s?It´s nextto the clothesshop.
Duringthe activityI will goroundthe classroomtocheck that all the studentsare reading,
colouringandthensharingtheirmapswiththeirpartners. If any of the studentdoesn´t
understandoris notdoingthe activityI will encourage him/herwiththe followingquestions:
 What isthe name of the shop/facilityyouhave colouredhere?
 Where isit situated?
 Is itnextto or opposite the trainstation?
 Is there a pharmacyin thisneighbourhood? Where isit?
 Let´s colourthe pharmacy,please!
Transition: Well done,kids!Miss Susanisgoingto be happy!
Closure:5´-7´
Purpose:to give encouragingfeedback,hand in and explainthe homework and greet the
studentsgoodbye.
T: “You have learneda lot today,but we have nomore time!SoMiss Susanisgoingto visitus
againtomorrow so that we can helpherto know more about our neighbourhood!”
T:”Nowkids,openyourfolders!Let´swrite the date! Stickthe photocopyof the map and the
photocopyof the text!”
While the studentsperformtheseactivitiesIwill goroundthe classroom handinginthe
homeworkina photocopy:
Homework:
- Estimadasfamilias:
Hoy enla clase de ingléstrabajamosconunmapa y un textosobre el vecindariode
nuestraescuela.
Los invitoacompartiresta informaciónconsushijosparaque continúenaprendiendo
ensus hogaresy puedandisfrutarel material conustedes.
Gracias. Mrs. Myriam
T: “Now stickthe homeworkfortomorrow andpay attentionthatI am goingto askone studentto
readit!”
I will readthe homeworktothemandthengreet themgoodbye.